CHC50113 Diploma: Develop Sustainability Management Plan Workbook

This workbook is designed for students pursuing a Diploma of Early Childhood Education and Care (CHC50113) and focuses on developing a sustainability management plan within early childhood settings. It covers key aspects of environmental responsibility, including identifying sustainable practices, considering areas for change, and ensuring that nature, waste, energy, and toxins are addressed. The workbook guides students through identifying areas to enhance environmental sustainability and increase children's connection with nature, incorporating consultation with children. Students will develop strategies to address these areas, implement them, and evaluate the outcomes. The activities within the workbook include answering questions, conducting research, and completing templates to demonstrate understanding of the unit's elements. The workbook provides a detailed framework for educators to integrate sustainable practices into their services, promoting both environmental awareness and children's well-being.

Contents
About This Workbook.......................................................................................................................2
Delivery Mode...............................................................................................................................4
Locked Documents........................................................................................................................4
Elements of Assessment................................................................................................................4
Checking off Assessment Tasks......................................................................................................5
Submitting Assessment Workbooks...............................................................................................5
Support Available..........................................................................................................................6
Activity Checklist and Declaration.................................................................................................6
Learner Declaration......................................................................................................................7
Section 1 – Develop a sustainability management plan....................................................................8
Section 2 – Support children to develop an understanding and respect for the natural environment
.......................................................................................................................................................10
Section 3 – Support others in implementing sustainable practice...................................................12
Section 4 – Embed sustainability into service policies and procedures...........................................13
Section 5 – Major Activity...............................................................................................................14
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About This Workbook
Throughout this unit, you will be expected to show your competency of the elements through
observations or demonstrations. You have been provided with an observation checklist that must be
complete and tasks to be observed by a workplace supervisor. The observations and third party
details must be completed as well as the activities found in this workbook. This is located in your
HBA Learner Folder.
You should be able to demonstrate you can:
 Performing a skill or task that is asked of you
 Undertakinga simulation exercise
Observation is on-the-job
The observation will usually require:
 Performing a work based skill or task
 Interaction with colleagues and/or customers
The observation/demonstration will take place either in the workplace or the training environment,
depending on the task to be undertaken and whether it is an observation or demonstration.
This workbook is designed to be used in conjunction with the Learner Guide and also requires you to
undertake research and demonstrate the knowledge and corresponding skills that will be needed for
the assessment activities. The work you complete in this workbook will be used as evidence to
contribute to your overall competence.
There is one (1) Workbook for this Unit of Competency. Read and consider all of the information for
each activity prior to commencing the activities.
Activities within this workbook will be assessed holistically throughout. All sections in this workbook
must be completed prior to submitting for assessment.
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The qualification CHC50113 Diploma of Early Childhood Education and Care, comprising of 28 Units
of Competency (23 Core units & 5 Elective units)
CHC50113 Diploma of Early Childhood Education and Care
Core Units of Competency:
CHCDIV002 Promote Aboriginal and/or
Torres Strait Islander
cultural safety
CHCECE023 Analyse information to inform
learning
CHCECE001 Develop cultural
competence
CHCECE024 Design and implement the
curriculum to foster children's
learning and development
CHCECE002 Ensure the health and
safety of children
CHCECE025 Embed sustainable practices in
service operations
CHCECE003 Provide care for children CHCECE026 Work in partnership with families to
provide appropriate education and
care for children
CHCECE004 Promote and provide
healthy food and drinks
CHCLEG001 Work legally and ethically
CHCECE005 Provide care for babies and
toddlers
CHCPRT001 Identify and respond to children
and young people at risk
CHCECE007 Develop positive and
respectful relationships with
children
HLTAID004 Provide an emergency first aid
response in an education and care
setting
CHCECE009 Use an approved learning
framework to guide practice HLTWHS003 Maintain work health and safety
CHCECE016 Establish and maintain a
safe and healthy
environment for children
Elective Units of Competency:
CHCECE017 Foster the holistic
development and wellbeing
of the child in early
childhood
CHCDIV001 Work with diverse people
CHCECE018 Nurture creativity in
children CHCPOL002 Develop and implement policy
CHCECE019 Facilitate compliance in an
education and care services CHCECE013 Use information about children to
inform practice
CHCECE020 Establish and implement
plans for developing
cooperative behaviour
CHCECE011 Provide experiences to support
children’s playing and learning
CHCECE021 Implement strategies for
the inclusion of all children BSBWOR301 Organise personal work priorities
and development
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Workbook Instructions
Delivery Mode
Please read the following information regarding completion options relating to the delivery mode
you are enrolled in.
Intensive Delivery
Due to the nature of competency based training, learners will progress through their workbook
activities at different completion rates. For this reason, some learners may have homework
requirements to complete required sections of Workbook during the delivery of the course.
Learners will not be deemed Competent in CHC50113 Diploma of Early Childhood Education and
Care, until all required Workbooks have been submitted, assessed and deemed Satisfactory.
Self-Paced Delivery
Learners undertaking CHC50113 Diploma of Early Childhood Education and Carethrough Self-Paced
Delivery are encouraged to complete and submit this Workbook and commence the next workbook
as required without having received an outcome of this Workbook.
NOTE: Remember you have 24 hour access to our discussion forum as well as regular access to our
trainer and assessors via phone or email. If you do require assistance please call 1300721503 or
email [e-mail]
Locked Documents
HBA assessment materials are ‘Locked’ with restricted editing. This means you can only write in the
coloured brackets provided. We do this to ensure the integrity of our documents can be maintained.
If your software is not compatible with a locked document and you are having any issues typing into
the brackets, refer to HBA Learning Centres Support Centre https://hba.edu.au/support-centre/or
contact HBA at [e-mail].
Elements of Assessment
The elements of each activity in this workbook need to be undertaken, completed, and returned to
HBA electronically for assessment. Any additional information or evidence supplied by the learner
to support their assessments should be returned with this workbook.
In undertaking an activity in this workbook you may be asked to:
 Answer questions;
 Conduct research;
 Complete templates.
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NOTE:
Some activities may require you to undertake internet or other research. This research assists in
meeting competency requirements and in completing assigned activities.
This workbook:
 The Learner Guide has been designed to provide you with ample amount of background
information to assist you with understanding each Unit of Competency. Use the Learner
Guide, the Learner Resources Folder and conduct some additional research to formulate
your answers.
 It is essential that your answer addresses all components of the question adequately, simply
copying and pasting content that more or less answers the question is not appropriate. You
can copy and paste content from other sources, but you must modify/paraphrase it to meet
the question requirements and demonstrate your understanding of key concepts, ideas and
models.
 Provide a response to each question/request in the left hand column of the table below.
Your responses should be entered into the adjacent area in the right hand column. Answers
need to contain enough information and detail to demonstrate a sound understanding of
the area/s the question relates to.
 It is not acceptable to use the example provided for you under the question in your own
response.
Tips:
 Read the questions to ensure you are providing what has been asked for.
 Answers do not need to be overly expansive, but they do need to have sufficient information
to clearly answer the question and demonstrate your understanding.
Checking off Assessment Tasks
As you complete each activity, it is recommended you check it off against the supplied activity
checklist and attach any additional supplementary evidence required to meet competency. In signing
off on each activity you are declaring that YOU have undertaken the specified task(s). Where it is
verified that a learner fraudulently signed off on an assessment item as being their own work when
it is not, competency will be withheld and the relevant authorities notified.
 Once you answer the question, re-read the question to make sure you have covered off on
all requirements.
 It is not appropriate to use the example provided for you in your answer.
Submitting Assessment Workbooks
Only completed assessment activity items with appropriate evidence which is valid under the
Registering Authority guidelines, and the terms of the RTO and its authorised delegates will be used
toward determining competence.
You must submit your assessments in the Workbooks provided in their original format.
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Untidy, unclear, or hard to decipher material will be returned to the learner without assessment
being conducted. HBA will not undertake assessment until the evidence supplied is in a format that
meets the professional standard required by those working in leadership roles in the workplace.
Workbooks will only be assessed when all activities have been completed. Where a Workbook is
submitted with activities not complete, this is a formal submission and you will be deemed Not
Satisfactory, with 2 submission attempts remaining.
NOTE:
All assessment tasks and supporting evidence must to be electronically sent (e-mailed) to HBA for
assessment at: [e-mail].
Support Available
1. Discussion Forum: Many questions related to the course have already been answered on
the Learner Discussion Forum hba.edu.au/support-centre/, this should be your first point of
call. If it has not been addressed, then post your questions there.
2. IT Tips: Outlines software compatibility for workbooks, how to split pages, zip files etc.
hba.edu.au/support-centre/
3. Email: You can also direct more specific or non-course related questions to
[e-mail](e.g. assessment turnaround times, help unlocking workbooks,
assistance using the forum, etc.)
4. Telephone support: Call 1300 721 503 for short conversations (less than 10 minutes) to get
quick and direct answers.
5. Face-to-Face or Telephone Tutorials: 1 Hour sessions by request ($50p/hr).
Activity Checklist and Declaration
The activity checklist on this page and the declaration on the next page need to be completed prior
to submitting your workbook for assessment.
Sections Activities
Complete
d
(Initialled)
Date
Section 1 Question 1 to 15
Section 2 Question 1 to 10
Section 3 Question 1
Section 4 Question 1 to 4
Section 5 Question 1 to 5
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Learner Declaration
I declare that I have personally completed all activities in this workbook.
I understand that competency will not be given if I do not meet the assessment evidence and activity
requirements or if it is discovered that I have not undertaken all expected tasks.
I understand that HBA reserves the right to immediately withdraw a qualification if it is found that I
provided false or misleading evidence, this includes any declaration, resource or tool I have
submitted as being authored by me that I have submitted.
I further note this includes any statement, whether written or spoken, by any witness or other third
party I have used to provide testimony, or any other evidence which serves to allow HBA Assessors
to make an Assessment decision.
I understand HBA may, at its own discretion and without notice contact any third party I have used
to provide testimony or any other evidence to HBA Assessors. If HBA forms a reasonable doubt as to
the authenticity of such evidence, then it shall withdraw any issued qualification without notice.
Signed: Date:
Name (print):
* Electronic signature is acceptable
Course Completion Date:
* CHC50113 Diploma of Early Childhood Education and Care – you are given 18 months from
enrolment to complete this course. An extension may be granted in exceptional circumstances.
NOTE there will be an administration fee applied for extensions.Extensions must be applied for
during course timeframe. No more than two(2) extensions will be granted.
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Section 1 – Develop a
sustainability management
plan
The objective of these questions, are to provide you with an opportunity to:
 Identify aspects of sustainability in the service.
 Consider areas of potential change in all aspects of the service’s delivery and environments.
 Ensure that nature, waste, energy and toxins have been considered.
 Identify areas where change can be instigated to enhance environmental sustainability and
increase children’s connection with nature, in consultation with children.
 Develop strategies to address these areas of change in consultation with children; and
implement strategies and evaluate outcomes.
Theory Activity
1 In the National Quality Standards, what is Quality Area 3 about?
In National quality standard, quality area 3 stands for physical environment and its
upbringing and caring of environment is highly facilitated under this standard. In addition,
future sustainability of natural elements is monitored properly under this authentic and
scientific practice.
2 Name the standard and elements of the Quality area 3 that guides services to become
environmentally responsible.
Quality area three is made up of two major elements for facilitating both the nature and
children at any consequences. The first element provides information that service
operation has to be accomplished under sustainable practice and the second element
defines importance of children’s participation for environmental sustainability.
3 What are the two aspects of sustainability?
Two aspects of sustainability are environmental sustainability and self sustaining formula
of sustainability. In case of first approach, all the elements of nature are addressed to be
preserved and nurture in a proper manner (Güven & Yılmaz, 2017). On the other hand,
self sustaining defines the establishment of correct environmental awareness program
among children from vey early childhood.
4 Name two sustainable practices that your service currently performs.
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Two major kind of sustainability practice that our service performed currently are reduced
the usage of water for business and storage of non-renewable energy. Both of them have
facilitated to minimise pollution rate of environment in a proficient manner.
Suggested reading-Sustainable Practices, Department of Education and Early Childhood
Development, Victoria (2012). This reading is available in resource folder
5 According to the reading, what are some of the ways that services can embed
sustainable practices within their operations?
Sustainable practice can be embedding within the operation by delivering different kinds
of practices for future development. In order to accomplish sustainable practices,
improvement of food items, service equipments and cleaning materials have to be
improved under proper business logic.
6 According to the reading what are some of the ways children can be supported to
become environmentally responsible and show respect for the environment?
Children can be environmentally responsible and show respect to the nature by
incorporating sustainable and active learning process. This formula can be accomplished
by creating garden beside home or encouraging them to compost waste materials. On the
other hand, observation of wildlife and create an area for pet can help them to be
environmentally responsible.
7 Name three aspects within your service that you could look at for making improvements
with sustainable practices.
Sustainable practices can be improved in the following three areas during procurement of
environmental friendly service. Training for staff has to be provided by service authority
to improve business deliverance. On the other hand, reuse of waste materials can be
fulfilled for ensuring better service for natural phenomenon. Along with this, behaviour of
the staff and managing committee has to be modified for assuring correct operation
management at any consequences.
8 Name one way that your service can be considerate to the natural environment.
Service can be considered in natural environment by providing eco-friendly co-existence
and negative effect of environment can be reduced. Apart from this, waste management
of disposable goods are required for assuring environmental friendly service. In addition,
avoiding of detergent in washing process can help to provide sustainable business
environment on a daily basis.
9 Name three sources of toxins/toxicants that your service may come into contact with.
Generally, three sources of toxins that service may contact with are poisonous plant
(milky mangrove, oleander and more) materials, bio toxins from animals and food toxins.
On the other hand, chemical cleaners, detergents, plastics, solvents and cigarette wastes
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are potential toxicants. All of them reduce the viability of operation management of
service by minimising effectiveness in a potential manner.
10 How can children connect with nature?
Children can connect with nature by providing outdoor play, outdoor learning activities
and caring of natural substances. All of these are helpful to evoke interaction of children
with nature at any circumstances. On the other hand, co-operation with environmental
facts can help the children to understand natural constraints and environmental
sustainability can be managed from childhood (Leslie, 2018).
11 Name three environmental/sustainable examples you could discuss with the children.
Recycling, use of resources and definition of animal habitats from same locality can be
discussed with children to make them familiar with nature. Apart from this, interest
regarding nature can also be developed among children by discussing this facts and their
viability in a correct order.
12 Where in your community could you suggest a visit for the children to discover and
learn about environmental sustainability?
I can suggest children to go to different geographic location for discovering and learning
about environmental sustainability in a better manner. Mountains, deserts, sea water,
coral islands, trees, rocks, forests, sand, people, urban buildings and others are suggested
to them for developing natural knowledge in a correct way.
13 How can the educator engage children to explore environmental sustainability through
nature?
Educators can engage children to explore environmental sustainability through nature by
providing suitable policy of communication. Along with this, re-examination of nature and
waste management program can also be entertained by the educator for delivering
factorials of environmental education for children.
14 Name three strategies that you could use within your service to promote sustainable
practices.
Sustainable practices can be promoted for children for acquiring professional
development among staff. In addition, connecting with natural world can be facilitated
through establishment of home premises garden and recycling of waste products. On the
other hand, natural connection can be developed in a proper way to deliver projects for
students regarding any environmental objects.
15 What should you do if your strategies are not working as expected?
Development of strategy is required if the previous steps of environmental sustainability
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and children communication are not worked properly. In order to do so, information
criteria have to be elaborated in a potential manner and the teachers have to focus on
communicational development of children.
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